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IRIN Global | Girls fare worse in disasters | Global | Aid Policy | Conflict | Disaster... - 0 views

  • During disasters, girls fare worse than the rest of the population, according to a new report released on 11 October by child rights NGO Plan International.

    “Men, women, boys and girls experience disasters in different ways. Pre-existing inequalities and vulnerabilities will be exacerbated in disasters and will affect girls and women more,” said Plan International regional director Gezahegn Kebede at an event for the launch of the report.
  • “In emergencies, given their gender, age, and humanitarian status [girls] experience triple disadvantage,” said Kebede. However, education can be a powerful mitigating tool, and can significantly improve their livelihoods.
  • The report entitled The State of the World’s Girls 2013: In Double Jeopardy: Adolescent Girls and Disasters argues that a combination of political, economic, social and cultural attitudes can lead to discrimination of girls during disasters.
Teachers Without Borders

The bullying gender gap: Girls more likely to be targets - The Globe and Mail - 0 views

  • New research suggests that females such as Ms. Lee may be particularly vulnerable to bullying from other females, even as rates of male bullying decline. It’s a troubling finding that highlights where parents, educators and policy makers may need to focus their efforts to counter the effects of school-related bullying.
  • A comprehensive report released last month by researchers from the Toronto-based Centre for Addiction and Mental Health found that while overall rates of bullying have remained relatively stable in recent years, some significant gender disparities have emerged.
  • The study found that nearly one-third, or 29 per cent, of students reported being bullied since the start of the school year.
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  • The report, called the Ontario Student Drug Use and Health Survey, has been conducted every two years since 1977, making it the longest continuing survey of young people in Canada and one of the longest in the world. Nearly 9,300 students in Grades 7 to 12 from 181 different Ontario schools participated in the most recent survey, which was conducted from October, 2010, to June, 2011.
  • Online or cyber-bullying was also much more common among females, with 28 per cent of girls reporting being targeted by cyber-bullying compared to just 15 per cent of boys.
  • The overall rates haven’t really changed since 2003, the first year CAMH monitored bullying at school. But the survey found that females are more likely to be bullied. Thirty-one per cent of adolescent girls reported being victimized in the most recent survey, compared to 26 per cent for boys.
  • This raises several questions: Do boys get along better than girls? Have programs aimed at curbing bullying failed to reach girls?
  • “The problem is girls do it all underneath the surface,” said Haley Higdon, a facilitator with the SNAP for Schools program.

    The SNAP (Stop Now and Plan) model is designed to help reach children with behavioural problems or other issues. As a facilitator, Ms. Higdon works in classrooms in the Toronto District School Board. Often, the behavioural problems she encounters stem from bullying.

  • With boys, bullying is typically much easier to detect because male bullies often resort to physical measures, such as fighting. With girls, the behaviour can be much more subtle, making it more difficult for teachers to detect.
  • Bullying can take on many forms. It’s not just one child pushing another in the schoolyard – it is any aggressive or unwanted behaviour that involves a real or perceived imbalance in power, according to StopBullying.gov, a U.S. government website.
Teachers Without Borders

allAfrica.com: Kenya: Overcoming Cultural Obstacles to Girls' Education in Dadaab - 0 views

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    Dadaab - A mix of cultural practices, such as early and forced marriage, as well as child labour, are depriving girls of education in the Dadaab refugee complex in eastern Kenya.

    Out of Dadaab's estimated population of 463,000 mainly Somali refugees, more than half are children under 18; of these about 38 percent attend school. The proportion of girls in the camps' primary and secondary schools is 38 and 27 percent, respectively, according to the UN Refugee Agency. A third of girls aged between 5 and 13 in Dabaab go to school; for those aged 14 to 17, only one in 20 are enrolled.
Teachers Without Borders

Launch of World Atlas of Gender Equality in Education - 0 views

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    To mark International Women's Day, UNESCO and the UIS have jointly released the World Atlas of Gender Equality in Education, which includes over 120 maps, charts and tables featuring a wide range of sex-disaggregated indicators.
     
    The vivid presentation of information and analysis calls attention to persistent gender disparities and the need for greater focus on girls' education as a human right.
     
    The atlas illustrates the educational pathways of girls and boys and the changes in gender disparities over time. It hones in on the gender impact of critical factors such as national wealth, geographic location, investment in education, and fields of study.
     
     
    The data show that:
    Although access to education remains a challenge in many countries, girls enrolled in primary school tend to outperform boys. Dropout rates are higher for boys than girls in 63% of countries with data.
    Countries with high proportions of girls enrolled in secondary education have more women teaching primary education than men.
    Women are the majority of tertiary students in two-thirds of countries with available data. However, men continue to dominate the highest levels of study, accounting for 56% of PhD graduates and 71% of researchers.
Teachers Without Borders

UNGEI - Republic of South Sudan - Prioritizing education and promoting gender equality ... - 0 views

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    WESTERN EQUATORIA, South Sudan, 20 January 2012 - Education is a key priority for the government of the world's newest nation, South Sudan.

    Sixty-four per cent of children aged 6 to 11 are out of school, and the primary school completion rate is only 10 per cent, among the lowest in the world.

    Gender equality is also a huge challenge, with only 37 per cent of girls aged 6 to 13 attending school. Still, thanks to the efforts of dedicated teachers, accelerated learning programmes and children's clubs, there have been encouraging developments in girls' education over the past year.
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PAKISTAN: Wanted: A Revolution For Girls - IPS ipsnews.net - 0 views

  • KHAIRPUR, Nov 8, 2011 (IPS) - Sixteen-year-old Noor Bano believes nothing short of a revolution will convince the men in Malangabad – her remote village in the Khairpur district of the Sindh province, some 460 kilometres from the southern port city of Karachi – to treat women as equals.

    Only then, she says, will women and girls be free from forced marriages and be safe from domestic violence. Her words, unusual for such a young girl hailing from the hinterlands of rural Pakistan, take most people by surprise.
Teachers Without Borders

IRIN Africa | ZIMBABWE: Thousands of girls forced out of education | Zimbabwe | Childre... - 0 views

  • HARARE, 7 November 2011 (IRIN) - Poverty, abuse and cultural practices are preventing a third of Zimbabwean girls from attending primary school and 67 percent from attending secondary school, denying them a basic education, according to a recent study which found alarming dropout rates for girls.

    ''Sexual harassment and abuse by even school teachers and parents, cultural issues, lack of school fees, early marriage, parental commitments and early pregnancies are some of the contributing factors to the dropout by the girl child,'' said the authors of "Because I am a Girl" by Plan International, a nonprofit organisation that works to alleviate child poverty.
  • According to the Plan International report, the long distances that children in rural areas have to travel to reach school, and the burden that girl children face because they often have to assume the responsibilities of being head of the household after the death of their parents, are other factors contributing to the high dropout rate for girls.
  • A 2005 government programme of forced evictions, known as Operation Murambatsvina (Drive out Trash), which uprooted some 700,000 people from urban areas across the country, compounded the difficulties of accessing education for girls from affected households.

    Amnesty International, in its report ''Left Behind: The Impact of Zimbabwe's Forced Evictions on the Right to Education'' released in October 2011, documents the ways in which the evictions disrupted the primary and secondary education of an estimated 222,000 children.
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  • The Amnesty International report notes that many girls at Hopley became sex workers, entered relationships with older men, or married at a young age after eviction from their homes, and the government's failure to support them to re-enrol in school.
  • Zimbabwe's education system, once considered a model for other African countries, has been steadily declining over the last decade due to the economic crisis. Many schools lack text books and other supplies.
Teachers Without Borders

BBC News - African-Caribbean boys 'would rather hustle than learn' - 0 views

  • Black schoolboys can choose to perform poorly to avoid undermining their masculinity, the head of the Jamaican Teachers' Association has said.

    Adolph Cameron said that in Jamaica, where homophobia was a big issue, school success was often seen as feminine or "gay".

    He was concerned the same cultural attitude was affecting African-Caribbean male students in the UK.

  • He noted that in Jamaica boys were at least 10 percentage points behind girls in national tests. Misplaced views about masculinity needed to be tackled in schools.
  • In an interview with the BBC News website, Mr Cameron said: "That notion of masculinity says that if as a male you aspire to perform highly it means you are feminine, even to the extent of saying you are gay.

    "But in the context of Jamaica, which is so homophobic, male students don't want to be categorised in that way so that they would deliberately underperform in order that they are not."

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  • He said research had suggested that boys in Jamaica deliberately underperformed in literacy tests because the tests were carried out in standard English, and "to speak in standard English is considered a woman's activity".

    He went on to suggest the same cultural attitudes affected the learning of African-Caribbean boys in England.

  • "Boys are more interested in hustling, which is a quick way of making a living, rather than making the commitment to study. This is a supposed to be a street thing which is a male thing.

    "The influence of this attitude towards masculinity seems to be having a tremendous impact on how well African-Caribbean and Jamaican males do.

Teachers Without Borders

Because I Am a Girl Report 2011 - Zunia.org - 1 views

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    This year's Because I Am A Girl report launched by Plan International revealed that 65 per cent of participants from Rwanda and India agreed that a woman should tolerate violence in order to keep her family intact. With the theme What About Boys?, the report further found out that another 43 per cent agreed with the statement that there were times when a woman deserved to be beaten.
Teachers Without Borders

Gaps between boys and girls in developing world widen as they get older - UN report - 0 views

  • 13 September 2011 –
    A new report by the United Nations Children’s Fund (UNICEF) highlights significant gaps in areas such as education and health, mostly favouring males, as boys and girls in developing countries grow older.

    “While there is little difference between boys and girls in early childhood with respect to nutrition, health, education and other basic indicators, differences by gender appear increasingly more pronounced during adolescence and young adulthood,” said Geeta Rao Gupta, UNICEF Deputy Executive Director.

  • The data shows that girls are significantly more likely to be married as children (under 18 years of age) and to begin having sex at a young age. Young women are less likely to be literate than young men and are less likely to watch television, listen to the radio and read a newspaper or magazine.

    In addition, young men are better informed about HIV/AIDS and are also more likely to protect themselves with condoms during sex. Young women in sub-Saharan Africa, the report says, are two to four times more likely to be infected with HIV/AIDS than young men.

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    "While there is little difference between boys and girls in early childhood with respect to nutrition, health, education and other basic indicators, differences by gender appear increasingly more pronounced during adolescence and young adulthood," said Geeta Rao Gupta, UNICEF Deputy Executive Director.
Teachers Without Borders

18 schools pilot gender education|Nation|chinadaily.com.cn - 2 views

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    SHANGHAI - The city's first sex education textbook for primary school students will be used in 18 schools in Shanghai in the coming semester.
    The textbook, Boys and Girls, which the authors prefer to describe as gender education rather than sex education, was written by the Primary School Affiliated to the University of Shanghai for Science and Technology, and will be piloted in 18 primary schools in Yangpu district.
Teachers Without Borders

China to offer compulsory education to 95 percent of girls - 0 views

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    BEIJING, Aug. 8 (Xinhua) -- An official document released on Monday pledged that the government will endeavor to provide compulsory education to 95 percent of Chinese girls over the next ten years.

    The Outline for the Development of Chinese Women (2011-2020) issued by the State Council, or China's cabinet, said that the government will continue to promote equal opportunity for nine years of free schooling for all children, but especially for girls, who are more likely to drop out.
Teachers Without Borders

INEE | Inter-Agency Network for Education in Emergencies - 0 views

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    INEE's Gender Task Team is pleased to announce the publication of the Pocket Guide to Gender!

    With the input of many INEE members, the Task Team has developed this tool as a quick reference guide to help practitioners make sure that education as part of emergency preparedness, response and recovery is gender-responsive and meets the rights and needs of all girls and boys, women and men affected by crisis.
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